A participative research for learning methodology on education doctoral training programmes

Purpose – This paper aims to outline a participative approach to researching education doctoral students’ trajectories that functions both as a form of training in research methodology and as a means of reflection on the doctoral trajectory and what doctoral students have brought to the doctoral process through their experience. Design/methodology/approach – Ten participants formed dyads and acted as both researchers and subjects of research, using narrative accounts and interviews. The collaborative approach aimed to allow “hands-on” experience of the selected methods, as well as full engagement in negotiating each stage of the project. Findings – Project group meetings and the data generated by participants provided a rich source of learning about methodological issues in education research, in addition to the personal understandings emerging from such a project. Originality/value – This project reports an approach to “hands-on” learning of methodological and ethical issues within doctoral development programmes that could be adapted for use on similar programmes. It suggests an alternative to the more common forms of doctoral training (such asexposition, discussion, reading, or simulation) that is of real value to doctoral students in that it enables deep reflection on the journeys that have brought students to doctoral study, whilst at the same time providing a rich resource for methodological learning.</p

Action theory in Habermas and educational practices

In this paper I explore the potential for viewing education as an “unrestricted communication community” (Habermas 1990: 88), using categorisations from Habermas of different kinds of action as analytical tools for examining educational practices. For the paper, I pursue two main themes: 1) how the concept of communicative action in relation to the three forms of knowledge-constitutive interest (Habermas 1987) can be operationalised in educational discourse 2) how the distinguishing of communicative action and discourse ethics from other forms of action may be used to understand the interaction taking place in educational contexts to develop evaluative tools for examining teaching practices. The potential of this framework for encouraging critical reflection on teaching, on critical incidents in teaching, peer observation, or tutor observation of novice practitioners is also discussed in relation to the forms of reflexivity that Habermas identifies as necessary conditions of human freedom (1996). Taken together, these different constructs form a powerful framework for critically examining the truth and validity claims both explicitly made and implied in educational practices from the perspectives of the individual as well as the professional community to which the individual belongs. It is accepted that a rational, communicative action aimed at reaching consensus does not necessarily dominate either the school or the higher education institution’s normal mode of discourse. Thus, the paper also differentiates other forms of action, incorporating these into the overall critical framework

How teachers incorporate IYT into practice

Children’s challenging behaviour in the classroom can have negative effects on students and teachers. The Ministry of Education is funding the Incredible Years Teacher (IYT) programme to provide teachers with positive classroom management skills to manage young children’s challenging behaviour. This research focused on exploring how teachers incorporated IYT into their practice, and the factors supporting or hindering sustained implementation. The qualitative approach of interpretive description was used to guide in-depth interviews with 12 teachers and other education professionals. The thematic analysis illuminated the variation in how teachers implemented IYT, and conceptualised this according to evangelical, pragmatic, unrelated, and no implementation types. Overall, the study found teachers with more support deeply embedded IYT and sustained its incorporation in their practice. Supports included schools with leadership that prioritised IYT, school-wide behavioural strategies, coaching and modelling to support teacher development, and IYT review processes. The study also recommended supporting IYT group leaders to undertake more coaching visits, IYT courses for principals and teachers aides, and a symposium for teachers. In line with the interpretive description approach, the study also provides a practical resource for teachers and schools. Keywords: Incredible Years Teacher, classroom management, challenging behaviour, professional developmen

On the Siegel-Weil Theorem for Loop Groups (I)

We proved a new Siegel-Weil formula for orthogonal and symplectic groups, which will be used later to prove a generalization of Siegel-Weil formula for loop groups

Making its Mark?

The authors describe the developing picture in the law relating to trade marks, reviewing decisions made under the Trade Marks Act 1994 and looking at a number of passing off cases. Article by Paul Harris and Paul Garland of Eversheds (London)  published in Amicus Curiae - Journal of the Institute of Advanced Legal Studies and its Society for Advanced Legal Studies. The Journal is produced by the Society for Advanced Legal Studies at the Institute of Advanced Legal Studies, University of London

Assessment of an international breaststroke swimmer using a race readiness test

Competitive swimmers routinely undertake a 7 x 200-m incremental step test to evaluate their fitness and readiness to compete.An exercise protocol more closely replicating competition swimming speeds may provide further insight into the swimmer’s physiological and technical readiness for competition. This case study reports data over a 3-year period from 11 Race Readiness Tests, which were completed, in addition to the 7 x 200-m test, as an attempt to provide the swimmer and coach with a fuller assessment. For this individual, data provided objective information from which to assess training status and race readiness following a transition from 200-m to 100-m race training. Data also raised a question as to whether a 100-m maximal effort 10 minutes before another one actually enhances performance owing to a priming effect

The use of celebrity athletes as endorsers: views of the New Zealand general public

Matching celebrity athletes with potential endorsement opportunities is often difficult. Yet there are easy-to-use survey-based methods available. Based on a survey of the general public in New Zealand, this study uses both Ohanian's source-credibility scale and a constant-sum scale to help brand managers, player agents and advertising practitioners select good celebrity athlete-product fit. Four New Zealand athletes (two males and two females) and several products were included in the test. Results show that the female celebrity athletes outperformed their male counterparts as potential endorsers. Use of Ohanian's multi-attribute scale yields a level of richness and insight, prompting us to advocate the use of both scales in the pursuit of endorser-product congruences

APPROACH C: CHANGING CONSUMER PREFERENCES THROUGH PROMOTION AND ADVERTISING

Consumer/Household Economics,